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For the guidelines doc and the proposal template, go to the Assignment Guidelines folder.

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Why and how to support teachers in the various knowledge, skills, and strategies needed to make the shift to a more proficiency-based approach (as opposed to traditional, textbook-centric, explicit instruction with grammar and vocab tests).

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Lesson planning strategies, aspects of lesson planning such as transitions among activities, using time effectively, daily routines, reflecting on lesson plans, etc.

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Every language teacher teaches grammar - but how do you balance teaching explicitly vs. implicitly, keeping it communicative, and incorporating it with other aspects of the class?

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Choosing them, using them, not using them, supplementing, etc.

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... especially in terms of "real-world relevant" tasks - compatible with talking about planning, engagement, ICC, and IPAs

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Writing Instruction for Novice to Intermediate Learners

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Writing Instruction for Novice to Intermediate Learners

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Especially with genre-based approaches (Mia already wants to talk about this!)

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Finding them and using them to teach various communicative modes - compatible with talking about TBLT, specific modes, etc.

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How to make sure students get a lot of exposure to the target language, want to seek it out, and learn implicitly

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Using computers in the target language (especially for non-Roman writing systems) - compatible with interdisciplinary approaches or teaching strategies

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Motivation, Vision, Engagement, and Goals

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Motivation, Vision, Engagement, and Goals

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What it takes to get learners interested and keep them interested - and enrolled - over time

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Many options, from IPAs (Integrated Performance Assessment) to standardized testing to the Seal of Biliteracy to assessment decisions at the program level

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Placement and Needs Analysis, especially with HLLs

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Placement and Needs Analysis, especially with HLLs

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The challenges of getting the right students into the right classes, meeting needs of diverse learners, heritage learners (HLLs) in particular, etc.

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Anything related to a specific context of use, e.g., Kaitlyn Spires '22's work with Spanish for flight attendants

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How you go about making major changes to a curriculum, experience with that, ways of doing that, issues that arise

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How to adjust your teaching so culture is not a "fifth" skill or separate content and so learners develop intercultural attitudes and skills

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Using technology to collect, assess, and share learners' work - how to do it, why, experience with that, various options, etc.

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Surviving and Thriving as a Language Teacher

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Surviving and Thriving as a Language Teacher

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Advice for teaching in ways that are less likely to lead to burnout - compatible with many of the other topics, especially planning, assessment, motivation and engagement, and curriculum design